Policy Transformations about ICT Applying in Learning and Teaching in Vietnamese General Educational System
Main Article Content
Abstract
Informatiom Communication Technology (ICT) has an important place in the educational innovation program. New policies on educational innovation are built on the premises and prospects of effective ICT application in teaching and learning (Richards, 2004). Studies on ICT application in teaching and Electronic Book or Digital Hydbrid Text in Education and Training have been researched and developed by serveral countries in the US and Europe. This article analyzes some policies for ICT application in teaching and educational innovation in Vietnam. These policies are analyzed according to the approaches to the Government of Vietnam Orientation on the application of information technology in education; The Ministry of Education and Training's policies on the Vietnamese education renovation requirements, ICT equipment infrastructure, the capacity of teachers to apply ICT in teaching. The research results show that the government has tried to give directions for ICT to be widely applied from management to teaching activities. The Ministry of Education and Training has also issued circulars and specific instructions to promptly implement orientations from the government. However, the approach to applying ICT in education has many multidimensional and too broad theoretical bases. The instructions on ICT are too sketchy and not yet specific for the application of ICT in teaching and learning.
Keywords:
Policy, ICT, education, management, teaching and learning.
References
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(in Vietnamese).
[25] Circular No. 08/2010/TT-BGDĐT (2010) providing for the use of free and open source software in educational institutions (in Vietnamese).
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[27] Circular No. 12/2016/TT-BGDĐT (2016) regulating the application of information technology in the management and organization of online training (in Vietnamese).
[28] Official Letter No. 4095/BGDĐT-IT (2017) guiding the implementation of IT tasks in the 2018-2019 (in Vietnamese).
[29] Official Letter No. 3946/BGDĐT-IT (2019) on guiding the tasks of Information Technology for the 2019-2020 (in Vietnamese).
[30] Resolution No. 29-NQ/TW (2013) “Resolution of the 8th Central Conference Session XI on fundamental innovation, all education and training” (in Vietnamese).
[31] Angela Murphy, Warren Midgley, Helen Farley, Mobile Learning Trends among Students in Vietnam. 13th World Conference on Mobile and Contextual Learning, mLearn 2014, Istanbul, Turkey, Proceedings, 2014.
[32] Dao Thi Minh Tam, Current situation of ICT applications in teaching of Kindergarten teachers in Hochiminh city, Science Journal of Hochiminh National University of Pedagogical, 2011.
[33] V.J. Meisalo, K. Sormunnen, M. Vesisenaho, ICT in initial teacher training, Finland. Country report. OECD CERI, New Millenium Learners. Department of Teacher Education, University of Helsinki and School of Applied Education and Teacher Education, Unversity of Joensuu, 2010.
[34] Kankaanranta, Norrena, “Pilot year ITL qualitative report: Filand”, Internal Working document available upon requested from authors, 2010.
[35] Y.J. Lee, D. Hung, H.M. Cheah, IT and Educational Policy in the Asia-Pacific Region, In International Handbook of Information Technology in Primary and Secondary Education, 2008, pp. 1119-1132.
[36] J. Peeraer, P. Van Petegem, The Use of ICT in Teaching Practice in Teacher Education in Vietnam: Baseline Situation at the Start of “The Year of ICT”, Unpublished Scientific paper, University of Antwerp, 2009.
[37] V. Britschgi, R. Öörni, R. Hautala, P. Leviäkangas, Opetuksen tietotekniikkapalvelut - ongelmia, haasteita ja mahdollisuuksia, Educational IT services - problems, challenges and opportunities, 2010.
[38] Yueh-Min Huang, Tsung-Ho Liang, Yen-Ning Su, Nian-Shing Chen, Empowering personalized learning with an interactive e-book learning system for elementary school students. Educational Technology Research and Development, August 60(4) (2012) 703-722.
[2] C. Richards, From old to new learning: global imperatives, exemplary Asian dilemmas and ICT as a key to cultural change in education. Globalisation, Societies & Education 2(3) (2004) 337-353.
[3] Unesco, Education 2030, Incheon Declaration-Towards inclusive and equitable quality education and lifelong learining for all/, năm https://unesdoc.unesco.org/ark:/48223/pf0000245656 (accessed 12 March 2020).
[4] UNESCO, UNESCO ICT Competency Framework for Teachers, Version 2.0, Paris, UNESCO, 2011.
[5] Positioning ICT in Education to Achieve the Education 2030 Agenda in Asia and the Pacific: Recommentdations for Regional Strategy, 2018. UNESCO/, 2018.
http://creativecommons.org/licenses/by-sa/3.0/igo/ (accessed 12 March 2020).
[6] CSR Asia and Huawei, The role of ICT in realising education for all by 2030: Achieving Sustainable Development Goal 4, Hong Kong, CSR Asia, 2017.
[7] R.B. Kozma, Comparative Analysis of Policies for ICT in Education, In International Handbook of Information Technology in Primary and Secondary Education, 2008, pp. 1083- 1096.
[8] Ministry of Education, Finland, Information society programme for education, training, and research: 2004-2006, Helsinki: Ministry of Education, 2004.
[9] Ministry of Education, Singapore, MOE launches third masterplan for ICT in education/, 2008. http://www.moe.gov.sg/media/press/2008/08/moe-launches-third-masterplan.php (accessed 18 June 2013).
[10] National Plan for Educational Use of Information and Communications Technology, 2010.
[11] Xia Liu, I. Eugenia, Toki, Jenny Pange, The Use of ICT in Preschool Education in Greece and China: A Comparative Study, Procedia - Social and Behavioral Sciences 112 (2014) 1167-1176.
[12] Harold D. Lasswell, Dẫn nhập về khoa học chính sách (New York: Nhà Xuất bản American Elsevier , 1971.
[13] Deborah Stone, Nghịch lý Chính sách: Nghệ thuật Ra Quyết định (New York: W. W. Norton, 1997).
[14] James S. Coleman, “Những Vấn đề về Khái niệm hóa và đo lường trong việc Nghiên cứu những Tác động của Chính sách,” trong Sự Đánh giá Chính sách Công, biên tập bởi Kenneth M. Dolbeare (Beberly Hills và London: Nhà Xuất bản Sage, 1975, pp. 25-trang cuối.
[15] Russell L. Ackoff, “Vượt quá việc Giải quyết Vấn đề,” Tạp chí General Systems 19 (1974) 237-239.
[16] Charles O. Jones, Giới thiệu về Nghiên cứu Chính sách Công, ấn bản lần thứ hai. (North Scituate, MA: Nhà Xuất bản Duxbury, 1977, pp. 15-trang cuối.
[17] Decree No. 64/2007/ND-CP (2007) of the Government on information technology application in State agencies' activities (in Vietnamese).
[18] Decision No. 711/QD-TTg (2012) of the Prime Minister approving the Education Development Strategy 2011 - 2020 (in Vietnamese).
[19] Directive No. 02/CT-TTg dated January 22, 2013 of the Prime Minister on the implementation of Conclusion No. 51-KL/TW dated October 29, 2012 of the 6th Central Committee of the Party XI on the Project “Basic and comprehensive innovation of education and training, meeting the requirements of industrialization and modernization in the context of socialist-oriented market economy and international integration” (in Vietnamese).
[20] Decision No. 117/QD-TTg (2017) of the Prime Minister approving the project: “Strengthening the application of information technology in management and supporting teaching - learning activities, scientific research to contribute to improving the quality of education and training in the 2016-2020 period, with a vision to 2025”
(in Vietnamese).
[21] Decree No. 72/2013/ND-CP (2013) of the Government on the management, provision and use of internet services and online information
(in Vietnamese).
[22] Plan No. 345/KH-BGDĐT (2017) implementing the Project: “Strengthening the application of information technology in management and supporting teaching - learning activities, scientific research to contribute to improving the quality of education and training in the 2016-2020 period, with a vision to 2025” (in Vietnamese).
[23] Official Letter 4966/BGDĐT-IT in 2019 on implementing information technology application tasks for higher education institutions, pedagogical colleges and pedagogical intermediate (in Vietnamese).
[24] Circular No. 21/2017/TT-BGDĐT (2017) regulating the application of information technology in Internet training and training for teachers, staff and educational administrators
(in Vietnamese).
[25] Circular No. 08/2010/TT-BGDĐT (2010) providing for the use of free and open source software in educational institutions (in Vietnamese).
[26] Circular No.53/2012/TT-BGDĐT (2012) providing for the organization, operation and use of e-mails and web portal at the Department of Education and Training, education and training offices, preschool education institutions, general education and continuing education (in Vietnamese).
[27] Circular No. 12/2016/TT-BGDĐT (2016) regulating the application of information technology in the management and organization of online training (in Vietnamese).
[28] Official Letter No. 4095/BGDĐT-IT (2017) guiding the implementation of IT tasks in the 2018-2019 (in Vietnamese).
[29] Official Letter No. 3946/BGDĐT-IT (2019) on guiding the tasks of Information Technology for the 2019-2020 (in Vietnamese).
[30] Resolution No. 29-NQ/TW (2013) “Resolution of the 8th Central Conference Session XI on fundamental innovation, all education and training” (in Vietnamese).
[31] Angela Murphy, Warren Midgley, Helen Farley, Mobile Learning Trends among Students in Vietnam. 13th World Conference on Mobile and Contextual Learning, mLearn 2014, Istanbul, Turkey, Proceedings, 2014.
[32] Dao Thi Minh Tam, Current situation of ICT applications in teaching of Kindergarten teachers in Hochiminh city, Science Journal of Hochiminh National University of Pedagogical, 2011.
[33] V.J. Meisalo, K. Sormunnen, M. Vesisenaho, ICT in initial teacher training, Finland. Country report. OECD CERI, New Millenium Learners. Department of Teacher Education, University of Helsinki and School of Applied Education and Teacher Education, Unversity of Joensuu, 2010.
[34] Kankaanranta, Norrena, “Pilot year ITL qualitative report: Filand”, Internal Working document available upon requested from authors, 2010.
[35] Y.J. Lee, D. Hung, H.M. Cheah, IT and Educational Policy in the Asia-Pacific Region, In International Handbook of Information Technology in Primary and Secondary Education, 2008, pp. 1119-1132.
[36] J. Peeraer, P. Van Petegem, The Use of ICT in Teaching Practice in Teacher Education in Vietnam: Baseline Situation at the Start of “The Year of ICT”, Unpublished Scientific paper, University of Antwerp, 2009.
[37] V. Britschgi, R. Öörni, R. Hautala, P. Leviäkangas, Opetuksen tietotekniikkapalvelut - ongelmia, haasteita ja mahdollisuuksia, Educational IT services - problems, challenges and opportunities, 2010.
[38] Yueh-Min Huang, Tsung-Ho Liang, Yen-Ning Su, Nian-Shing Chen, Empowering personalized learning with an interactive e-book learning system for elementary school students. Educational Technology Research and Development, August 60(4) (2012) 703-722.
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